Applied Behavior Analysis What it is and what it isn t

Transcription

1 Applied Behavior Analysis What it is and what it isn t August 22, 2008 Carole Marion, M.A. C.Psych Candidate ABA Consultant, St. Amant

2 ST AMANT ABA PROGRAM

3 ST AMANT ABA PROGRAM

4 WHERE DID IT COME FROM?

5 ABA - Where does it come from? Began in 1938 (B.F Skinner) 1960s ABA with children with autism (Lovaas) Thousands of studies have been published demonstrating the effectiveness of Behavioral Principles with various populations.

6 WHAT IS IT?

7 GENERAL ABA What it is? OUR GOALS SOME PRINCIPLES AND PROCEDURES WHAT DO WE TEACH

8 ABA What it is? ABA is a discipline devoted to the understanding and improvement of human behavior. ABA is a science Procedures derived from the principles of behavior that are systematically applied to improve behavior Demonstrates experimentally that the procedures employed were responsible for the improvement in behavior.

9 ABA What it is. Recognized by the Surgeon General of the United States as the treatment of choice for children with autism. When early intensive intervention is based on ABA this leads to dramatic gains for these children.

10 ABA What are our Goals? Promoting intensive early intervention, individually designed to support each child s needs it s not one size fits all. Promoting continued implementation of basic principles to further support learning at all ages. Learning to Learn from the natural environment Increasing independence in everyday life Achieve highest quality of life possible

11 ABA What are our Goals? Measuring observable behaviour Determines what is controlling the behaviour Targeting the most important skill Explain outcome and procedure using basic principles of behaviour Generalization to environment and people Achieving our 7 dimensions Well define procedure so it can be replicated Significant change, cost effective, high likelihood to generalize and be maintained

12 Too intensive - Boot camp Only for autism Makes children robots Based on punishment Misconceptions of ABA A fad Only for preschoolers Miracle cure Only uses DTT Only teaches some skills Doesn t teach social skills Is only adult directed Prevents working with child (too much data) Uses bribery Only helps certain kids All done at a table A curriculum Can only be done in homes

13 SOME PRINCIPLES, PROCEDURES, AND STRATEGIES

14 POSITIVE REINFORCEMENT If in a given situation, (antecedent) a person does something (behavior), gets something or something happens (consequence) and in future similar situations the person does that behavior AGAIN, positive reinforcement has occurred. EFFECT of Reinforcement: Behavior increases

15 POSITIVE REINFORCEMENT There are different types Social (claps, praise, smiles, attention) Physical (tickling, high fives, piggy back rides, pats on the back, dancing) Tangible (food, drink, toys, tokens, videos) Interactive (games, songs)

16 PROMPTING HELP is provided when a child is beginning to learn a skill HELPING = PROMPTING

17 FADING Prompting is important Fading these prompts are equally important Fading can occur by:

18 FADING Prompting is important Fading these prompts are equally important Fading can occur by: Time

19 FADING Prompting is important Fading these prompts are equally important Fading can occur by: Time Amount (type) All Some None

20 CHAINING Some skills requires several steps to be accomplished (e.g., dressing, toileting, getting ready in the morning, following a recipe) 1. Look at each skill 2. Order them 3. Teach them (separately or all at once) There are various types of chains

21 CHAINING FORWARD CHAIN Teach one step at a time, beginning with the first) BACKWARD CHAIN Teach one step a a time beginning with the last TOTAL TASK CHAIN Teach all the steps at once

22 Discrete Trials -Teaching INSTRUCTION BEHAVIOUR Lots of repetition in rapid succession DTT IS NOT ABA ONLY USED IF NEEDED CONSEQUENCE

23 Incidental Teaching Every Moment is a teaching opportunity!!! In the natural environment approach, a learning trial only starts when the child initiates it, (for example approaching materials or reinforcers) It is slower Less trials but works very well for some children and is often used in ABA programs

24 WHAT DO WE TEACH?

25 PRETTY MUCH ANYTHING CAN BE TAUGHT HERE ARE SOME EXAMPLES OF WHAT WE CAN TEACH

26 COMPLIANCE Responding to their name Responding to reinforcers Following instructions Waiting Reducing challenging behaviours

27 Tolerating being on a bus COMMUNITY Birthday Parties Going to the store Going to the store/movies Doctors/ Dentists Tolerating hair cuts

28 ACADEMICS/LANGUAGE Receptive/ Expressive language Writing tracing, copying, printing Requests Reading letters, words, sentences Math sequences, counting, numbers, adding

29 PLAY AND LEISURE Independent indoor leisure Toy Play Peer play Outdoor play Songs Sports

30 OTHER SKILLS Gross / Fine Motor Dressing Eating Chores Social toileting

31 COMPREHENSIVE TEXTS Baer, D.M., Wolf, M.M., & Risley, T.R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, Cooper, J.O., Heron, T.E. & Heward, W.L. (1987) Applied Behavior Analysis. Upper Saddle River, NJ: Prentice-Hall Inc. Lovaas, O.I. (2003). Teaching individuals with developmental delays: Basic intervention Maurice, C. (1993). Let me hear your voice. New York: Fawcett Columbine. Maurice, C. (Ed.) (1996) Behavioral intervention for young children with autism. Texas: PRO-ED, Inc. Maurice, C., Green, G., & Foxx, R.M. (2001). Making a difference: Behavioral intervention for autism. Austin, TX: PRO-ED.

32 WEBSITES (A video of our preschool program now available)

33 CAROLE MARION M.A., C.Psych Candiate ABA Consultant and Interim Clinical Coordinator of the School Age Program